Abbas Johari

Effects of an Online Visual Procedure on Task Completion, Time, and Attitude

Although substantial literature exists regarding learning with visuals, most consider text the primary channel with varying amounts of visuals explored as a secondary channel. This study considered the effectiveness of visuals-only procedural guides versus visuals plus added text, using visuals as the primary channel and using visuals developed from screen shots to eliminate the need to create a visual, stand-in vocabulary. There was no difference in the level of successful task completion between treatment groups. The time required to complete the task was measured and there were significant differences in the amount of time required by treatment group, age, and sex. Both treatment groups responded favorably to the procedures on a follow-up attitude questionnaire. Implications of the study and suggestions for further research are discussed.

Ethical concerns of educational technologists in Iran

O The practices of instructional technologists in the Islamic Republic of Iran are fairly well aligned with AECTs code of ethics both internally and internationally. Islam supports a society without discrimination, deprivation, or oppression and it seeks social justice. Iran has adopted the Internet and uses it in a way consistent with the morals of its society. Sanctions against Iran since the establishment of its current government have not allowed the provision of equal access and opportunity for all educational technologists in Iran. As societies strive to provide educational opportunities for their citizens, they confront various ethical dilemmas. New technologies (both product and process) historically have prompted questions of ethical and moral appropriateness. Consideration of ethical issues is extremely important for the survival of any society, both within its immediate environment and globally. Ethics refers to that which brings about the greatest good. Although ethics transcends the mores of a specific society, ethical questions and problems are colored by the social contexts from which they are considered, therefore, appropriate handling of issues differs among various societies and eras. This article looks at

Tradutore, traditore: Can the aect code of ethics “speak” across cultures?

ConclusionAlthough many questions remain unanswered, these early translations of the AECT Code of Ethics will be available at the AECT Web site to ensure that access to the principles is offered in languages other than English. As they become available, more translations will be added to the English, Farsi, French, Mandarin Chinese, Portuguese, and Spanish versions. The translations will be saved as PDF files to retain the unique characters of each language.Additional translators with expertise in both educational technology and the targeted languages will be identified. Exploration of ways to encourage debate regarding the viability of the translations within diverse cultures continues. The ultimate hope is that collaboration among members of the professional ethics committee of AECT, the translators, and interested educators will result in the development of a Code of Ethics that “speaks” across cultures and establishes a meaningful guide to professional conduct around the world.